The symphonie concertante, a product of the late eighteenth-century Parisian concert societies, provided a vehicle for display of the virtuoso style sought by contemporary audiences. The works of the Chevalier Joseph Boulogne de Saint-Georges, one of its chief exponents, served as strong influences on the development of the form and its diffusion throughout Europe. The symphonies concertantes of Opus VI, No. 1 and Opus X, No. 2 (according to thematic numbering of Barry S. Brook) date from ca. 1775 and 1779 respectively. A complete set of parts for each is to be found in the private collection of M. Andre Meyer in Paris (Opus VI) and in the Universitetsbiblioteket at Lund (Opus X). The thesis contains background material on contemporary Parisian musical society and the life of Saint- Georges, and a modern scoring of the above symphonies concertantes with analysis and conclusions.

Die Dissertation behandelt aus unterrichtspraktischen Fragestellungen heraus Gestalt und Anwendungsmöglichkeiten aktuell nutzbarer Lehrwerke des Orgelspiels. Aus der Perspektive einer Lehrtätigkeit des Autors an der Musikhochschule erwächst eine Reflexion zur Funktionalität und Wirksamkeit von Orgellehrwerken nach gegenwärtig zugrunde liegenden Kriterien. Es wird der Frage nachgegangen, inwieweit sich didaktische Zielsetzungen früherer und heutiger Zeit unterscheiden und Thesen zur Verwendung elementarer Orgelschulen aufgestellt. Ausgehend von den Entwicklungen bei der Anwendung von Orgellehrwerken im Verlauf der Musikgeschichte wird sichtbar, dass sich die berufspraktischen Anforderungen innerhalb des Aufgabenbereiches eines Organisten am Beginn des 21. Jahrhunderts spürbar verändert haben. Es wird die Bedeutung interpretatorischer, methodischer, musikwissenschaftlicher und psychologischer Aspekte für den heutigen Verlauf des Unterrichtsprozesses beleuchtet. Zudem wird dargestellt, inwieweit speziell der Orgelunterricht einen Sonderfall im Spannungsfeld gegenwärtiger Instrumentalpädagogik bildet.

Prior research studies point to a correlational relationship between music instruction and academic achievement studies, but varying results and confounding factors prevent causality. The purpose of this quasi-experimental study is to test Vygotsky's sociocultural cognitive theory that playing a musical instrument is significantly associated with academic achievement in reading for 1st graders who attend 1 of 2 schools in Alaska. Using Analysis of Covariance, this study investigates the relationship between instrumental music and academic achievement on measures of academic progress (MAP) reading scores of 1st graders (n = 76) who received at least 90 minutes per week of string instruction for 2 consecutive years at a Title I school in comparison with those who attended another Title I school without the string program. Although the results of this study did not show a relationship between instrumental music and academic achievement on MAP reading scores of 1st graders, this study has implications for positive social change. This study contributes to this new field of music for social change and underscores the need from public school administrators and music educators for more research at the local and national level on the benefits of music education as a contributor to academic achievement and student success.

Våren 2020 stängdes Sveriges gymnasieskolor som en konsekvens av Covid-19 pandemin, och undervisningen förlades till att bedrivas på distans. Denna hastiga övergång innebar drastiska skillnader i förändrade fysiska ramfaktorer för lärare och elever. Distansundervisning är som företeelse inget nytt men är ett relativt outforskat ämne inom undervisning av elgitarr. Utifrån ett sociokulturellt perspektiv undersöktes hur elgitarrlärare vid gymnasieskolan upplevde att distansundervisningens förändrade ramfaktorer påverkade undervisningen och elevernas lärande och motivation. Genom kvalitativa intervjuer visade resultatet att flertalet elevers lärande och motivation upplevdes påverkas negativt som följd av bristen på social interaktion. Undervisningen hämmades till viss del av tekniska begränsningar där minskade möjligheter till samspel beskrevs som den största nackdelen. Dock gav distansundervisningen och användandet av digitala verktyg upphov till kreativitet hos vissa elever. Studiens resultat leder till en diskussion om hur lärande som en social aktivitet påverkas av förändrade ramfaktorer, och hur distansundervisning i framtiden kan utvecklas genom forskning och nya teknologiska landvinningar. / In the spring of 2020, Sweden's upper secondary schools were closed as a consequence of the Covid-19 pandemic, and teaching was resituated to distance education. This transition meant drastic differences in changing physical framework factors for teachers and students. Distance education is not a new phenomenon but lacks research regarding teaching of electric guitar. Through a socio-cultural perspective it was investigated how teachers at upper secondary schools, experienced teaching and the students learning and motivation related to the change of framework factors. Results of qualitative interviews showed that the majority of students learning and motivation was perceived to be negatively affected due to lack of social interaction. Teaching was partially hampered by technical limitations, where reduced opportunities for musical interplay was described as the greatest problem. However, distance learning and the use of digital tools gave rise to creativity in some students. The discussion addresses how learning as a social activity is affected by changing framework factors, and how distance education could develop through future research and technological advances.

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Participation in music education has proved successful for student academic success and positive youth development (Ilari, 2023). Consequently, educators and policy makers seek to understand what draws students to music and what impact participation in school music has on their academic and personal lives. Some researchers have recommended that school divisions take a more defined look at the benefits of students participating in music. The purpose of this study was to determine what difference, if any, existed in student academic achievement as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with disabilities between those enrolled in a music program and those not enrolled in a music program over a 3-year period in a suburban high school in the Commonwealth of Virginia. This study used quantitative data with a nonexperimental descriptive design to address the research questions posed. The results of the study revealed that music students had higher academic achievement than non-music students as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with a disability over a 3-year period from 2021-2024. The results of this study are significant for education leaders who want to examine the impact of music participation in secondary school. This study also yielded important information regarding demographic subgroups and students with disabilities. / Doctor of Education / The purpose of this study was to determine what difference, if any, existed in student academic achievement as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with disabilities between those enrolled in a music program and those not enrolled in a music program over a 3-year period in a suburban high school in the Commonwealth of Virginia. This study used quantitative data with a nonexperimental descriptive design to address the research questions posed. Data were collected to investigate the average daily attendance, grade point average, and office discipline referrals by race, gender, and students with disabilities between students enrolled in a music program and students not enrolled in a music program. The results of the study revealed that students enrolled in music had higher academic achievement than students not enrolled in music as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with a disability over a 3-year period from 2021-2024. The results of this study are significant for central office and school building leaders who want to examine the impact of music participation in secondary school. This study also yielded important information regarding demographic subgroups and students with disabilities.

Dépôt version complète / Cette thèse aborde la composition pour le ciné-concert au travers du prisme de la recherche- création. Je décris mon processus créatif de compositeur pour ce spectacle et fait état des différentes influences, culturelles, autobiographiques, théoriques qui l’ont nourri et fait évoluer. Je dégage de ce parcours créatif des éléments qui permettraient de définir le ciné-concert comme un spectacle à part entière – et à enrichir – dans le panorama artistique contemporain. Cette définition passe par une cartographie du dispositif ciné-concert, riche et composite du fait de son interdisciplinarité : cinéma, musique en direct, mise en espace du dispositif. Avec le réseau de tenseurs établi par cette cartographie, je veux montrer les intersections prégnantes que j’ai privilégiées dans mon travail. Je situe ces intersections dans la déconstruction historique du ciné-concert, un travail matérialiste de l’imaginaire, et une conception de la forme comme transformation musicale des affects. / This thesis approaches the composition for the ciné-concert through the prism of research-creation. As a composer, I describe my creative process through the different cultural, autobiographical, and theoretical influences that have nourished it and made it evolve. From this process, I identify elements that would define the cine-concert as a show in its own right – and to be enriched – in the contemporary artistic panorama. This definition goes through a cartography of the ciné-concert’s rich and composite apparatus, because of its interdisciplinarity: cinema, live music, staging. With the network of tensors established by this mapping, I want to show the significant intersections that I have privileged in my work. I situate these intersections in the historical deconstruction of the cine-concert, a materialist work of the imagination, and a conception of form as a musical transformation of affects.

Alien-colour : for woodwind quintet -- Two bagatelles for the solo piano -- Duodecat : for large ensemble -- Moonlight : for solo voice and percussion -- Activation : for orchestra. / Yang Jin Fong. / "June 2004." / Thesis (D.Mus.)--Chinese University of Hong Kong, 2004. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.